Language and Catechetical Institute Tutoring Partnership Weekly Assessment
Adapted from the Ohio Department of Education’s Strategies for Diverse Learners Using the UDL Model
Discuss the cultural background of the
student. Explain how you will use their
cultural knowledge and experiences as
teaching/ learning resources (for
themselves and for other students).
What is the level of students’ heritage
(native or home) language skills in all
four communication modes (listening,
speaking, reading and writing? How do
you think you will use their strengths
and build upon their weaknesses?
Consult with the students’ English as a
Second Language (ESL) teachers or
tutors(Dr. Healy) and
share ideas on how to support the
students’ learning in both the content
classroom and
the ESL classroom
. relationship with her while helping her improve on her spoken English skills.
Focus on English Language Learners(ELL)
Elizabeth is a student from Minsk, Belarus. She is studying to become an interpreter in English and
German and wants to pursue her Master’s Degree in international relations. Her father, who is a
priest, was in the LCI program a few years back, so she has actually lived in Gaming before.
Elizabeth has a younger sister and an older brother who lives in Poland.
Elizabeth has had such a wide variety of experiences in her lifetime thus far that I’m not too
concerned about using her personal cultural knowledge and experiences as a basis for teaching. She is
considered an advanced English learner and most of our tutoring sessions will consist of learning
technical grammar being able to understand it specifically for the Cambridge Test.
Elizabeth’s English is excellent. She seems to have very good listening skills and speaking skills. She
did tell me that one of the things she struggles with is grammar, specifically with verb tenses. Dr.
Healy mentioned that Elizabeth sometimes has trouble remembering and/or applying concepts. I am
not too sure about her reading or writing skill levels, but I hope to help her improve in these areas.
Because Elizabeth’s spoken English is so good, I plan to use a lot of verbal explanations with her. I
hope to help Elizabeth solidify her understanding of complex grammar concepts through practice,
repetition, and providing as many explanations for the various concepts as I can.
*I also learned that Elizabeth does have some struggles with reading comprehension and writing.
Dr. Healy reaffirmed everything I’ve already learned about Elizabeth. She agreed that Elizabeth is
extremely smart and her level of English is quite good. She also said that Elizabeth sometimes
struggles with remembering information and being able to apply that knowledge. I told Dr. Healy
what I’ve been doing with Elizabeth thus far and reiterated some of her goals. Dr. Healy gave me a
grammar and vocabulary book for the Cambridge Test and suggested I go through it with Elizabeth
during our tutoring sessions. I plan to use this workbook for the remainder of our tutoring sessions in
addition to helping her with any homework questions she may have and developing a personal
*I did use the workbook, but not as much as I had planned to use it.
 Date Time Multiple Means of Representation: To provide students Multiple Means of Action and Expression: To provide Multiple Means of Engagement: To tap individual
various ways of acquiring information and knowledge options for students to demonstrate what they have learners' interests, challenge them appropriately and
learned motivate them
to learn

3:45-4:37
02/06/18 52 mins Used maps to establish mutual Listening and speaking Talked about our cultures, families,
understanding of where we both live education, likes and dislikes, etc.
3:51-4:17
02/13/18 26 mins Conversation Listening and speaking Talked about our travels, course of action
for future tutoring sessions, strengths and
weaknesses with grammar, Cambridge Test
2:00-3:00
02/23/18 60 mins Used online practice questions, provided Listening, speaking, and answering Worked on a writing assignment, practiced
explanations, and wrote things out practice questions perfect tense verbs, and casually conversed

4:02-4:29
03/08/18 27 mins Used a study guide for CMP, showed student Listening and speaking Student asked for help with CMP; went
where to find resources online for CMP, and over my study guide and talked about
provided explanations for concepts where to find information for the quiz
03/16/18 9:18-10:08
50 mins Used Cambridge practice book with different Listening, speaking, and answering Completed several exercises on verb
types of practice questions and provided practice questions tenses and adverbs/adjectives
explanations when needed
4:32-5:06
03/20/18 34 mins Used a study guide for CMP, class notes, Listening and speaking Went through study guide for CMP
and provided explanations for concepts midterm and helped explain concepts
3:10-3:50
04/05/18 40 mins Used a writing assignment, reading Writing, listening, speaking, and Had Elizabeth do 4 activities as part of
comprehension questions, explanations and answering practice questions the April 8th assignment; tried to make
examples, and flashcards for various concepts the activities relevant to helping her
improve upon her weaknesses
04/27/18 3:25-3:38
73 mins Conversation Listening and speaking Spent our time together catching up and
conversing with one another

Total Approx.
6 hours
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Adapted from Ohio Department of Education, Lau Resource Center, March 2011